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Autor/inn/en | Guzmán, Valentina; Larrain, Antonia; Álvarez, Carolina; Fernández, Ivette; Herrera Araya, David; Urrutia, Camila |
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Titel | Design-Based Development of Educative Curriculum Material for Deliberative Human Rights Education |
Quelle | In: Journal of Curriculum Studies, 55 (2023) 4, S.489-507 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Guzmán, Valentina) ORCID (Larrain, Antonia) ORCID (Álvarez, Carolina) ORCID (Herrera Araya, David) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0272 |
DOI | 10.1080/00220272.2023.2223247 |
Schlagwörter | Foreign Countries; Civil Rights; History Instruction; Curriculum Development; Secondary School Curriculum; Grade 11; Grade 12; Citizenship Education; Instructional Innovation; Teaching Methods; Learning Activities; Social Justice; Chile Ausland; Bürgerrechte; Grundrechte; Zivilrecht; History lessons; Geschichtsunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Soziale Gerechtigkeit |
Abstract | Human rights education (HRE) is an urgent historically and globally recognized challenge for societies. However, it has not been sufficiently addressed by empirical and theoretical research in education. Based on the UN Declaration on Human Rights Education and Training (UNDHRET), there is wide agreement that HRE should include education "about," "through," and "for" human rights. We argue that a situated "deliberative pedagogy" can offer these three dimensions to HRE. However, this is not without challenges for teachers and students. One way to deal with these challenges and support this pedagogical innovation is to design curriculum material that supports teachers. To contribute to this, we conducted a "design-based research" (DBR) aimed at participative designing of educative curriculum material for human rights deliberative education. Four teachers participated in two phases of the study. Two participated in refining the material's structure and its controversies and the other two participated in discussing the dilemmas and activities relating to implementation of the material at school with their 11th- and 12th-grade students. The results show participatory educative curriculum material designed for holistic HRE: "about," "through," and "for" HR. The implications and problems of the design process associated with a deliberative curriculum for HRE are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |